Establishing a metacognitive model for instrumental music assessment
Date
2016
Authors
Griffioen, Keith Anthony
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta : University of Lethbridge, Faculty of Education
Abstract
Traditional instrumental music assessment models may often contain the inclusion of
grades that are based upon non-musical criteria. This type of grading leads to difficulties
in assessment validity, reliability and fairness, and do not lead to an increase in
metacognitive abilities that develop students’ technique and musicianship. A
metacognitive assessment model that is based upon assessments for, as, and of learning is
needed as metacognitive musical learning potentially aids students in developing the
skills necessary to become independent musicians who can identify and address
challenges in their own performance. Through the use of feedback, reflection and goal
setting, modeling and self-assessment, teacher instructed strategies, a consideration of
students’ bio-ecology, and a consistent focus upon the constructs that need to be assessed,
assessment tools have been designed to help develop student metacognition and foster
greater independence, musicianship, and skill in instrumental music students.
Description
Keywords
instrumental music assessment model , student portfolios , qualitative music development , school band programs , self-regulated learning , musical practice